Furthermore the theoretical framework will aim to provide reading lenses of the disciplinary topics that will be studied in depth in the laboratories. The first part has as the aim to contextualize the teaching-learning process both from the institutional and the research point of view and point out the complexity and the various facets of this process, highlighting the the role of the teacher, conceptual, epistemological, linguistic and didactic nodes in teaching and learning mathematics. The course integrates a theoretical part, of critical analysis of the methodologies developed in math education research and in the history of mathematics, with laboratory activities, designing and developing mathematics teaching methodologies for building activities and, more generally, a mathematics curriculum consistent with the goals set by national guidelines. Certificates and requests for duplicatesĪt the end of the course, the student: - knows the main results of international research in didactics of mathematics - is able to handle concrete learning situations in the teaching-learning process of math in secondary school - is able to use, manage, criticize several different tools for didactics - is able to use this knowledge to develop effective teaching materials that can be experienced in the classroom.
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